2-9 Flashcards
What are the characteristics and limitations of survey research?
characteristics:
limitations: purely correlational, no causal inferences can be drawn
How to design a questionnaire:
1) cearly define your topic
2) collect demographic informatoin
3) Questionnaie must also have items mearsuring target behavoir
open-ended: pros/cons
respondents are asked to anser a question in their own words
pros:
cons:
respondents are asked to anser a question in their own words
open-ended
restricted: pros/cons
respondents are given a list of alternatives and check te desired alternative
pros:
cons:
respondents are given a list of alternatives and check te desired alternative
restricted
partially open-ended
an “other” alternative is added to a restricted item, allowing the respondent to write in an alternative
pros:
cons:
an “other” alternative is added to a restricted item, allowing the respondent to write in an alternative
partially open-ended
likert scale
a 5-point scale used to assess attitudes
pros:
cons:
a 5-point scale used to assess attitudes
likert scale
rating scale
respondents circle a number on a scale that best reflects their opinion
pros:
cons:
respondents circle a number on a scale that best reflects their opinion
rating scale
How do we handle the gathering of sensitive questions through survey research?
Place sensitive or objectionable items after less sensitive/objectionable items
How can you administer your questionnaire?
internet survey and interviews (face-to-face)
internet survey: pros/cons
Survey distributed via e-mail or on a Web site
pro:
con:
Survey distributed via e-mail or on a Web site
internet survey
interviews (face-to-face): pros/cons
Participants are asked questions in a face-to-face structured or
unstructured format
pros:
cons:
Participants are asked questions in a face-to-face structured or
unstructured format
interviews (face-to-face)
What are the three types of reliability?
test-retest
parallel forms
split-half
test-retest reliability
Requires multiple administrations of a test
Requires multiple administrations of a test
test-retest reliability
parallel form
An alternate form of the test is administered the second time
An alternate form of the test is administered the second time
parallel form
split-half
Items from one half of a test are correlated with items from the second
half of a test
Items from one half of a test are correlated with items from the second
half of a test
split-half
How to increase reliability?
• Increase the number of items on your questionnaire
• Standardize the conditions under which the test is administered (e.g., timing
procedures, lighting, ventilation, instructions)
- Make sure you score your questionnaire carefully, eliminating scoring errors
- Make sure items on your questionnaire are clearly written and appropriate for those who will complete your questionnaire
What are the three types of validity of questionnaires?
content
construct
criterion-related
content validity
how adequately the content of a test samples the knowledge, skills, or behaviors that the test is intended to measure.
how adequately the content of a test samples the knowledge, skills, or behaviors that the test is intended to measure.
content validity
construct validity
a test is designed to measure a “construct,” which is a variable, not directly observable, that has been developed to explain behavior on the basis of some theory.
a test is designed to measure a variable, not directly observable, that has been developed to explain behavior on the basis of some theory.
construct validity
criterion-related validity
reflects how adequately a test score can be used to infer an individual’s value on some “criterion” measure.
reflects how adequately a test score can be used to infer an individual’s value on some specific measure.
criterion-related validity
What are the five types of sampling?
simple random sampling stratified sampling proportionate sampling systematic sampling cluster sampling
simple random sampling
randomly select a sample from the population
Randomly select a sample from the population
simple random sampling
stratified sampling
A sampling technique designed to ensure a representative sample that involves dividing the population into segments (strata) and randomly sampling from each stratum.
A sampling technique designed to ensure a representative sample that involves dividing the population into segments (strata) and randomly sampling from each stratum.
stratified sampling
proportionate sampling
A variation of stratified sampling in which the proportion of subjects sampled from each stratum is matched to the proportion of subjects in each stratum in the population.
A variation of stratified sampling in which the proportion of subjects sampled from each stratum is matched to the proportion of subjects in each stratum in the population.
proportionate sampling
systematic sampling
A sampling technique in which every kth element is sampled after a randomly determined start.
A sampling technique in which every kth element is sampled after a randomly determined start.
systematic sampling
cluster sampling
A sampling technique in which naturally occurring groups (such as students in an elementary school class) are randomly selected for inclusion in a sample.
A sampling technique in which naturally occurring groups (such as students in an elementary school class) are randomly selected for inclusion in a sample.
cluster sampling
random sampling
A sample drawn from the population such that every member of the population has an equal opportunity to be included in the sample.
A sample drawn from the population such that every member of the population has an equal opportunity to be included in the sample.
random sampling
nonrandom sampling
A specialized sample of subjects used in a study who are not randomly chosen from a population.
A specialized sample of subjects used in a study who are not randomly chosen from a population.
nonrandom sampling
